Active Citizenship

Course Syllabus

Course Information

Assessment

Course Expectations

Policies

Course Information

Course Description

Americans are known for the high rate at which we participate in organizations that make ourcommunities better. We coach our kid’s sports teams, take meals to members of our congregations,work for candidates that we believe in and join marches to support or oppose government action. Withall these activities we engage with other members of our communities to make it better for ourselves,our families and to promote social justice. We are more likely to volunteer than we are to vote orparticipate in the political process.

How can you make a contribution to the lives of people in your local, national or global community inways that fit your values and circumstances? We’ll hear stories of people finding the answer to thatquestion for themselves, sometimes at work or through social media. We’ll explore the role of citizens’voices in a democracy in the face of powerful political and economic interests. In this class, we willdevelop the knowledge and practice skills that enhance civic engagement.

Course Learning Goals

After completing this course, you will be able to:

Develop a personal definition with goals for civic engagement and identify obstacles toengagement.Understand the historic and contemporary pattern of association that characterizes AmericandemocracyIdentify organizations in your community that address a social issue of personal significance.Engage in civic dialogue and debate.Analyze sources of power and conflict in the U.S.Understand the effect of inequality on the lives of individuals and their familiesExplain the power of organizations to address systemic causes of inequalityPromote community issues of personal significance using tools of social media.

Understand the importance of strategic planning for both businesses and nonprofitsconsidering a partnership to address a social issue.Assess socially responsible goals and accomplishments in the workplace.

Course Competencies

In this course, you will develop the following competencies:

Competence Competence Statement and Criteria

L3 L­3: Can assess the social and personal value of civic engagement forachieving change.

1. Critically analyzes national or local civic issues from a systemicperspective.

2. Explains the impact an engaged citizen can make to improve theeffectiveness of a society.

3. Articulates a strategy for personal civic engagement.

4. Engages in an activity that positively contributes to the civic life of acommunity

L7 Can learn collaboratively and examine the skills, knowledge, and valuesthat contribute to such learning.

1. Participates in a learning project with others.

2. Applies collaborative learning skills, such as communication skills, skills ofgroup dynamics, etc.

3. Reflects on one's ability to contribute to the collaborative learning processas characterized in at least one model or theory.

H4 Can analyze power relations among racial, social, cultural, or economicgroups in the United States.

1. Describes the unequal power relations between at least two racial, social,cultural, or economic groups in the U.S.

2. Discusses the historical, sociological, or economic dynamics under whichthese groups came to be in conflict.

FX Can analyze and plan an organizational practice to promote socialwelfare.

1. Understands how professionals and organizations can work for the publicgood.

2. Can analyze appropriate initiatives for an organization.

Course Resources

To buy your books, go to http://bookstore.mbsdirect.net/depaul.htm.

Required Reading:

Rogat-Loeb, P. (2010) Soul of a Citizen: Living with conviction in challenging times. New York: St. Martin Griffins.

Kotler, P. and N. Lee (2005) Corporate Social Responsibility: Doing the most good for your company and your cause.Hoboken, New Jersey: John Wiley and Sons.

Additional required reading (on eReserves):

DeToqueville, A. (2006). Democracy in America. In Davis, A. & Lynn, E.. (Eds.), A. The civically engaged reader. (54-57).Chicago, IL: Great Books Foundations. (ereserve)

Corporation for National and Community Service. (2010). Civic life in America: Key findings on the civic health of the nation.Washington, DC.

Senge, P. (2006). Team Learning in Fifth Discipline: The art and practice of learning organizations. (pp.217-257). NY, NY:Doubleday (ereserve)

Merry, T. (2013) Learnings from civic engagement. Nova Scotia, Canada: Myrgan, Inc.

Peet, M. and Fenton, S. (2011). Understanding Generative Knowledge Interviewing; Generative Knowledge InterviewingGuidelines. In Training resources for the integrative knowledge portoflio process and generative knowledgeinterviewing, Part 1, (pp. 39-40, 42). .Ann Arbor, MI: University of Michigan.

Peet, M. (2012, Draft). Identifying your three stories for your generative interview. In Unleashing hidden resources for learningand change: An introduction to generative knowledge interviewing. Ann Arbor, MI: Melissa Peet.

C. Wright Mills (2011) The Power Elite in Grusky, D.B. and Szelenyi,. (Eds.). The Inequality Reader. Westview Press.(ereserve)

W.G. Domhoff (2011) Who Rules America? in Grusky, D.B. and Szelenyi, S. (Eds.). The Inequality Reader. Westview(ereserve)

David Brooks, Bobos in Paradise in Grusky, D.B. and Szelenyi, S. (Eds.). The Inequality Reader. Westview (ereserve)

Friedman, M. (1970) The responsibility of business is to increase profits. September, 13, New York Times Magazine.

MacLeod, J. “Ain’t No Makin’ It”, Grusky, D.B. and Szelenyi, S. (Eds.). The Inequality Reader. Westview (ereserve)

Dreyer, B. (2013). To Create a Better World for Children and Families: The case for ending childhood poverty. AmericanPediatrics 13:83-90.

Videos and Movies

The Antidote to Apathy TED Talk

Conducting a Generative Interivew

Peter Sagal, “Built to Last”, The Constitution

California Newsreel, “In Sickness and In Wealth”, Episode 1, Unnatural Causes: Is inequality making ussick

Jaeger, L. (2012). Okay, in Davis, A. ed. Taking Action: Readings for civic reflection. Great BooksFoundation. (ereserve)

Yanxiang, S. (2012) Optimism. In Davis, A. ed. Taking Action: Readings for civic reflection. GreatBooks Foundation. (ereserve)

Recommended reading (not required):

Project on Civic Reflection, Civic Reflection Discussions: A handbook for facilitators.

L7:

APC and VNC (2011) Strategizing Online Activism: A toolkit

Atkinson, M. Collaborating Online http://www.nlight.com/Success/Collab/index.html

H4:

Klass, P. (2013) Poverty as a Childhood Disease. New York Times, May 13.

Robert Woods Johnson Foundation (2008) Race, and Economic Factors Affect Health.

Earth Institute (2010) Writing and Submitting an Opinion Piece. Earth Institute, Columbia University.

New York Times (2010) Op-ed at 40

Op-Eds in your Local Newspaper

Course Grading Scale

A = 95 to 100 A­ = 91 to 94 B+ = 88 to 90

B = 85 to 87 B­ = 81 to 84 C+ = 77 to 80

C = 73 to 76 C­ = 69 to 72 D+ = 65 to 68

D = 61 to 64 F = 60 or below INC

Grades lower than a C- do not earn credit at the School for New Learning.

Course Structure

This course consists of 10 modules. The estimated time to complete each module is 1 week.

The following table outlines the course:

Week, Module# and Title

Readings Assignments

Week 1, Module1: Introductions

Paul Rogat­Loeb, Chap 1, Making our LivesCount, Soul of a Citizen

Paul Rogat­Loeb, Chap 7, Values, Work andFamily, p. 170­181,Soul of a Citizen

Video: SNL student making choices about civicengagement

1.1 IntroductionsDiscussion

1.2 Creating a SupportiveEnvironment for SharingIdeas

Developing CompetenceOpen Forum

Week 2, Module2: Finding CivicEngagement inEveryday Life

Alexis DeToqueville, Democracy in America,excerpt from The Civically Engaged Reader

Corporation for National and CommunityService, Civic Life in America

Paul Rogat­Loeb, Chap 4, The Cynical Smirk, Soulof a Citizen

Video: The Antidote to Apathy

2.1 Associations inAmerican CommunitiesDiscussion

2.2 Obstacles to CivicEngagement Discussion

2.3 Telling Civic Stories:Scheduling the Dialogue

Week 3, Module3: Learningthrough Dialogueabout CivicEengagement

Peter Senge, Team Learning, The Fifth Discipline

Tim Merry, Learnings from Civic Engagement

Paul Rogat­Loeb , Ch. 6, The Call of Stories p.125­133, Soul of a Citizen

Melissa Peet and Stacey Fenton: 1) UnderstandingGenerative Knowledge Interviewing; 2) Identifyingyour three stories for your generative interview; 3)Generative Knowledge Interviewing Guidelines

Video: Conducting a Generative Interview

3.1 Identifying theCharacteristics of anEffective DialogueDiscussion

Prepare and Conduct GKI

3.2 Proposal for CivicEngagement (L3)

Week 4, Module4: Who RulesAmerica?

C. Wright Mills, “The Power Elite”, excerptfrom The Inequality Reader

W.G. Domhoff, “Who Rules America?”, excerptfrom The Inequality Reader

David Brooks, “Bobos in Paradise” excerptfrom The Inequality Reader

Video: Peter Sagal, “Built to Last”, TheConstitution

4.1 Is There a “PowerElite” in YourCommunity?

4.2 Identifying Conflict ina Democratic Society

4.3 The Value of CivicDialogue

Week 5, Module5: SocialResponsibility inthe Workplace

Kotler and Lee , Chap 1, The Case for Doing atLeast Some Good, Corporate Social Responsibility:Doing the most good for your company and yourcause.

Friedman, “The Social Responsibility of Business isto Increase Profits,” NYT (PDF, 38kb)

View Video: Anderson, “The Business Logic ofSustainability,” TED Talk

5.1 Point/CounterpointAssignment

5.2 Debate: The SocialResponsibility of Business

5.3 Your Organization’sApproach to SocialResponsibility Discussion(FX)

Week 6, Module6: Addressing

California Newsreel, “In Sickness and In Wealth”,Episode 1, Unnatural Causes: Is inequality making

6.1 Role­playingPerspectives on the

Inequality in theU.S.

us sick?

J. MacLeod, “Ain’t No Makin’ It”, excerpt from TheInequality Reader

B. Dreyer, “To Create a Better World for Childrenand Families”, American Pediatrics

Recommended (H4):

Klass, Perri. (2013) Poverty as a ChildhoodDisease. New York Times (also see informativelinks within the article).

Robert Woods Johnson Foundation (2008) Race,and Economic Factors Affect Health.

Writing and Submitting an Opinion Piece. EarthInstitute, Columbia University, 2010.

New York Times, Op­ed at 40

American DreamDiscussion

6.2 First Draft of OpEd

6.3 Progress ReportDiscussion

Week 7, Module7: Building theSkills of CivicEengagement

Jaeger, L. Okay, excerpt from Taking Action

Rogat­Loeb, “Village Politics”, Chap 8, The Soul ofa Citizen

Additional Resources (for reference):

Project on Civic Reflection, Civic ReflectionWorkbook

APC and VNC (2011) Strategizing Online Activism

7.1 Practicing CivicReflection Discussion

7.2 Online ActivismDiscussion

7.3 First Draft of Proposal(FX)

Week 8, Module8: AssessingSocialResponsibility inthe Workplace

Kotler and Lee, Chap 2, Corporate SocialInitiatives: Six Options for Doing Good, CorporateSocial Responsibility: Doing the most good foryour company and your cause.

Kotler and Lee, Chap 9, Twenty­five Best Practicesfor Doing the Most Good for the Company and theCause, Corporate Social Responsibility: Doing themost good for your company and your cause.

International Institute for SustainableDevelopment: Chiquita

Video: Chiquita Difference

Additional Resources:

What is Corporate Responsibility?

8.1 Analyzing EffectiveCSR Practices Discussion

8.2 Assessing CorporateSocial Responsibility inyour WorkplaceAssignment

Week 9, Module9: Planning forCivic

Rogat­Loeb, Ch. 3 One Step at a Time

Rogat­Loeb, Ch 6, p. 143­147, The Call of Stories

9.1 Analyzing Individualand Structural SolutionsDiscussion

Engagement Rogat­Loeb, Ch. 7, p. 181­189 Values, Work andFamily

9.2 Planning One Step ata Time

Week 10, Module10: One Step ata Time

Audio: Yanxiang, S. My Optimism, excerpt fromTaking Action Poem

10.1 What I’m TakingWith Me Discussion

10.2 Civic EngagementCompetence ProjectDiscussion: Editorial onChildhood Poverty (H4)

10.2 Civic EngagementCompetence ProjectDiscussion: CommunityEngagement (L3)

10.2 Civic EngagementCompetence ProjectDiscussion: Collaborationon a Social MediaCampaign (L7)

10.2 Civic EngagementCompetence ProjectDiscussion: SocialInitiatives in theWorkplace (FX)

To see course due dates, click on the Checklist link on the top navigation bar. This page containsmodule-specific checklists and due dates for the work due in the course.

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Assessment of Learning

Percentage distribution of Assessments

Grading Category: % of Final Grade:

Discussions 45%

General Assignments 15%

Competence Project (with related assignments) 40%

Total 100%

Grading Policies and Practices

To complete the course, you must complete each of the assignments as described in the course andsubmit them to your instructor by the assigned deadline. In addition, you must participate in the coursediscussion forum by responding to all instructor requests and by interacting with fellow classmates asnecessary.

Points are deducted for late work.

General Assessment Criteria for All Writing Assignments

All writing assignments are expected to conform to basic college-level standards of mechanics andpresentation.

Consider visiting the Writing Center to discuss your assignments for this course or any others. You mayschedule appointments (30 or 50 minutes) on an as–needed or weekly basis, scheduling up to 3 hoursworth of appointments per week. Online services include Feedback–by–Email and IM conferencing(with or without a webcam). All writing center services are free.

Writing Center tutors are specially selected and trained graduate and undergraduate students who canhelp you at almost any stage of your writing. They will not do your work for you, but they can help youfocus and develop your ideas, review your drafts, and polish your writing. They can answer questionsabout grammar, mechanics, different kinds of writing styles, and documentation formats. They also cananswer questions and provide feedback online, through IM/webcam chats and email.

Obviously, the tutors won’t necessarily be familiar with every class or subject, but they are able toprovide valuable help from the perspective of an interested and careful reader as well as a serious andexperienced student-writer.

Schedule your appointments with enough time to think about and use the feedback you’ll receive. Toschedule a Face-to-Face, Written Feedback by Email, or Online Appointment, visitwww.depaul.edu/writing.

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Discussion Forums

Discussion Forums are an important component of your online experience. This course containsdiscussion forums related to the topics you are studying each week. For requirements on yourparticipation in the Discussion Forums, please see “Course Expectations” in the syllabus.

A Course Q & A discussion forum has also been established to manage necessary, ongoing social andadministrative activities. This is where the management and administrative tasks of the course areconducted, and where you can ask ‘process’ questions and receive answers throughout the course.Please feel free to answer any question if you feel you know the answer; this sharing of information isvaluable to other students.

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Course Expectations

Time Management and Attendance

SNL's online courses are not self-paced and require a regular time commitment EACH week throughoutthe quarter.

You are required to log in to your course at least four times a week so that you can participate in theongoing course discussions.

Online courses are no less time consuming than "face to face" courses. You will have to dedicate sometime every day or at least every second day to your studies. A typical four credit hour "face to face"course at SNL involves three hours of classroom meeting per week, plus at least three to six hours ofstudy and homework per week.

This course will require at least the same time commitment, but your learning activities will be spreadout through the week. If you have any problems with your technology, or if you need to improve yourreading or writing skills, it may take even longer.

The instructor should be notified if your life events do not allow you to participate in the course and theonline discussions for more than one week. This is particularly important when there are groupdiscussions or you are working as part of a team.

If you find yourself getting behind, please contact the instructor immediately.

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Your Instructor's Role

Your instructor's role in this course is that of a discussion facilitator and learning advisor. It is not theirresponsibility to make sure you log in regularly and submit your assignments. As instructor, s/he willread all postings to the general discussion forums on a daily basis but may not choose to respond toeach posting. You will receive feedback to assignments.

The instructor may choose to designate "office hours" when s/he will be online and available and willimmediately respond to questions. Depending on the instructor, this response may be by e-mail, instantmessenger or telephone. Otherwise, you will generally receive a response to emailed or posted querieswithin 48 hours.

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Your Role as a Student

As an online student, you will be taking a proactive approach to your learning. As the course instructor'srole is that of a learning guide, your role is that of the leader in your own learning.

You will be managing your own time so that you can complete the readings, activities and assignmentsfor the course, and you will also be expected to take a more active role in peer learning.

Please also note that this is a course offered by DePaul University's School for New Learning (SNL), acollege for undergraduate and graduate degree-seeking students 24 years and older. SNL welcomesthe perspectives and encourages the participation of all DePaul students, and students who take thiscourse should respect and be mindful of SNL's mission in supporting a diverse and inclusiveenvironment. More information about SNL can be found here.

View this brief demo Taking SNL Online courses in D2L to learn how to navigate through your course.

If you’re new to SNL Online see additional resources on the course home page under StudentResources/Getting Started.

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Course Netiquette

Online discussions are an important part of your course experience. To ensure a positive learningenvironment, please follow the following minimum expectations. Use your common sense, as not allsituations can be covered:

Be politeRespect other participants’ views or opinionsThink before you write, and ask yourself if you would say the same thing in personUse positive phrases (i.e., "Good idea!" or "Thanks for the suggestions," etc.)Be sensitive to cultural differencesAvoid hostile, curt or sarcastic commentsNo objectionable, sexist, or racist language will be toleratedCreate a positive online community by offering assistance and support to other participants.Use correct grammar and syntax

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Policies

Academic Integrity

DePaul University is a learning community that fosters the pursuit of knowledge and the transmission ofideas within a context that emphasizes a sense of responsibility for oneself, for others and for society atlarge. Violations of academic integrity, in any of their forms, are, therefore, detrimental to the values ofDePaul, to the students' own development as responsible members of society, and to the pursuit ofknowledge and the transmission of ideas.

Violations include but are not limited to the following categories: cheating; plagiarism; fabrication;falsification or sabotage of research data; destruction or misuse of the university's academic resources;alteration or falsification of academic records; and academic misconduct. Conduct that is punishableunder the Academic Integrity Policy could result in additional disciplinary actions by other universityofficials and possible civil or criminal prosecution. Please refer to your Student Handbook for furtherdetails.

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Plagiarism

Plagiarism is a major form of academic dishonesty involving the presentation of the work of another asone's own. Plagiarism includes but is not limited to the following:

The direct copying of any source, such as written and verbal material, computer files, audiodisks, video programs or musical scores, whether published or unpublished, in whole or part,without proper acknowledgement that it is someone else's.Copying of any source in whole or part with only minor changes in wording or syntax, evenwith acknowledgement.Submitting as one's own work a report, examination paper, computer file, lab report or otherassignment that has been prepared by someone else. This includes research paperspurchased from any other person or agency.

The paraphrasing of another's work or ideas without proper acknowledgement.Resubmitting one's own previous work from a different course or college, without thepermission of the current instructor.

Plagiarism, like other forms of academic dishonesty, is always a serious matter. If an instructor findsthat a student has plagiarized, the appropriate penalty is at the instructor's discretion.

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DePaul University Incomplete Policy

The intent of the Incomplete grade is to allow students extra time to complete their final assignments.This need arises because, in the closing weeks of the course, they have an event of significantmagnitude that adversely affects their ability to complete the course, e.g. serious illness, death in thefamily, overseas deployment, or natural disaster.

You must request an incomplete grade in writing two weeks before the end of the quarter. Incompletegrades will be considered only after you have satisfactorily completed at least 75 percent of thecoursework, and you have such an unexpected, uncontrollable event that prevents you from completingyour course. Do not assume that you will qualify for an incomplete. Students who are failing the courseat the point where they request an incomplete will not receive one, nor will they be granted after the endof the quarter. Incomplete grades are given at the discretion of the instructor.

If you do receive permission from the instructor to take an incomplete in the course, you will be requiredto complete a contract with the instructor, specifying how you will finish the missing work within the nexttwo quarters (excluding summer). See the Incomplete Grade Contract Form.

Undergraduate and graduate students will have up to two quarters to complete an incomplete. At theend of the second quarter (excluding summer) following the term in which the incomplete grade wasassigned, remaining incompletes will automatically convert to "F" grades. Ordinarily no incompletegrade may be completed after the grace period has expired. Instructors may not change incompletegrades after the end of the grace period without the permission of a college-based ExceptionsCommittee. This policy applies to undergraduate, graduate and professional programs. NOTE: In thecase of a student who has applied for graduation and who has been approved for an Incomplete in hisor her final term, the incomplete must be resolved within the four-week grace period before final degreecertification.

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Description of Pass/Fail Grading Options

Students have the option of taking all SNL undergraduate courses as Pass/Fail even if a class is initiallystructured for a letter grade assessment. In these cases a Pass is awarded when competence isdemonstrated at a level that would otherwise earn a grade of C- or higher.

In deciding to select Pass/Fail grading students should be aware that competencies assessed in acourse as Pass will earn credit hours toward degree completion but will not be included incomputing grade point averages. Attempted competence demonstration assessed within a class asFail will not only be recorded as credit hours attempted but will also be included in computing astudent's grade point average.

For SNL students, competencies awarded for Independent Learning Pursuits and in the LifelongLearning Domain do not count toward the university's specification that only twenty credit hours may beearned through the Pass/Fail assessment option.

Please note:There are three SNL courses within the BA curriculum that are always assessed on a

Pass/Fail basis: Foundations of Adult Learning (course number LL 250; competences L-2 and F-1),Advanced Project (course number FA 303; competences F-11 and F-12) and Summit Seminar (coursenumber LL 390; competence L-12). These classes may not be taken for a letter grade assessment.Therefore, work that might otherwise be assessed at grades A through C- will earn a Pass in theseclasses.

There are an additional five SNL courses within the Lifelong Learning Area of the BA curriculum forwhich instructors regularly use a Pass/Fail grading system that may instead be taken for a letter gradeassessment if this is a student's preference. These classes are: Independent Learning Seminar (coursenumber LL 103; competence L1); Writing for Competence (course number LL 260; competence L-4),Critical Thinking (course number LL 270; competence L-5), Research Seminar (course number LL 300;competences L-8 and L-9), and Externship (course number LL 302; competences L-10 and L-11). Inaddition, SNL's undergraduate Writing Workshop (course number LL 140; competence H-3-J) regularlyuses Pass/Fail, although students may request a letter grade assessment. In these instances SNLoffers undergraduate students the opportunity to request a letter grade assessment from their instructor.Students who need a letter grade for tuition reimbursement may wish to consider this option, as well asthose who wish to raise their GPA. Students planning to attend graduate school may also prefer lettergrades to Pass/Fail assessments.

If a student wants to switch the method of assessment, either to or from the Pass/Fail option, this mustbe requested from the instructor in writing by the beginning of the third week of the quarter. For coursesthat meet fewer than ten weeks of the quarter, this request must be made by the beginning of the thirdweek of the course. The grading basis may not be changed after these deadlines, with no exceptions.

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For Students Who Need Accommodations Based on the Impact of a Disability

Students seeking disability-related accommodations are required to register with DePaul's Center forStudents with Disabilities (CSD) enabling you to access accommodations and support services to assistyour success. There are two office locations:

Center for Students with Disabilities (CSD)Loop Campus: Lewis Center 1420. (312) 362-8002Lincoln Park Campus: Student Center 370. (773) 325-1677csd@depaul.edu

Students are also invited to contact their instructor privately to discuss your challenges and how theinstructor may assist in facilitating the accommodations you will use in this course. This is best doneearly in the term and the conversation will remain confidential.

Dean of Students Office

The Dean of Students Office (DOS) helps students in navigating the university, particularly duringdifficult situations, such as personal, financial, medical, and/or family crises. Absence Notifications tofaculty, Late Withdrawals, and Community Resource Referrals, support students both in and outside ofthe classroom. Additionally we have resources and programs to support health and wellness, violenceprevention, substance abuse and drug prevention, and LGBTQ student services. We are committed toyour success as a DePaul student. Please feel free to contact us.

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Protection of Human Subjects

For more information see: http://research.depaul.edu/

Demonstrating the acquisition of competencies in this course can involve "interactions"—interviewingand or observing other people—discussing those interviews or observations with other class membersand writing them up in one or more final report(s). As such, these activities qualify as "research" with"human subjects" and are subject to University and Federal guidelines. Because it takes place in thecontext of this course, your research is exempt from approval by the School for New Learning's LocalReview Board only under the following conditions:

The information you collect is EXCLUSIVELY for the purpose of classroom discussion and willNOT be used after the term is over. If there is any possibility that you will EVER use it infurther research or for publication, you must obtain approval from the Local Review Boardbefore you begin.You assess and ensure that no "harm"—physical, mental, or social—does or could result fromeither your interviews and/or observations or your discussion and/or reports.The privacy and confidentiality of those that you interview or observe must be protected.Unless you receive specific permission, in writing, from the person(s) you interview or observe,please change their names, and make sure that their identity cannot be readily ascertainedfrom the information you provide.If you want to use real names and relationships, they must sign an "informed consent"document. For information on creating an "informed consent document" see, for example,http://www.research.umn.edu/consent.

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Copyright and Student Privacy

In accordance with DePaul’s Acceptable Use Policy, commentary and materials within SNL Onlineclasses shall not be copied, reproduced or published elsewhere without the express written consent ofindividuals involved.

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Credits

This course was designed and produced by Susan C. Reed and staff at SNL Online of the School forNew Learning of DePaul University.

© 2014 School for New Learning, DePaul University. All Rights Reserved by SNL during contractualinterval with the author. Printed in the USA.

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